Discipline, Devotion, and Dissent: Jewish, Catholic, and Islamic Schooling in Canada

Contents

v CONTENTS ACKNOWLEDGEMENTS vii INTRODUCTION 1 Graham P. McDonough, Nadeem A. Memon, and Avi I. Mintz Part A: Aims and Practices 1 The Jewish Day Schools of Canada 25 Seymour Epstein 2 The Distinctiveness of Catholic Education 45 Mario O. D’Souza, csb 3 Between Immigrating and Integrating: The Challenge of Defining an Islamic Pedagogy in Canadian Islamic Schools 73 Nadeem A. Memon Part B: Faith and Citizenship 4 Jewish Education, Democracy, and Pluralistic Engagement 101 Greg Beiles 5 Canadian Catholic Schools: Sacred and Secular Tensions in a Free and Democratic Society 121 J. Kent Donlevy 6 London Islamic School: Millstone or Milestone? 145 Asma Ahmed vi CONTENTS Part C: Dissent and Critical Thinking 7 The Changed Context for Jewish Day-School Education 171 Alex Pomson and Randal F. Schnoor 8 Teaching Subject Matter That Is Controversial among Catholics: Implications for Intellectual Growth in the Church 189 Graham P. McDonough 9 A Canadian Islamic School in Perspective: A Critique of the “Moderate” and “Strong” Categories in Faith-Based Schooling 213 Qaiser Ahmad Conclusion 10 Diversity and Deliberation in Faith-Based Schools: Implications for Educating Canadian Citizens 237 Avi I. Mintz GLOSSARY 251 THE CONTRIBUTORS 259 INDEX 265 ...